Managing School Crisis: Interface between Student Assistance Program and Crisis Planning LORA LOSIER, LICENSED MARRIAGE AND FAMILY THERAPIST KAITLYN WALTON, MASTERS OF ARTS IN APPLIED CRIMINOLOGY JENNIFER DIFULVIO, MSED, MS, SUPERVISOR OF SUPPORT SERVICES FOR FRANKLIN REGIONAL SCHOOL DISTRICT
HISTORY OF SAP What is the THE STUDENT ASSISTANCE PROGRAM (SAP) STARTED IN 1984 AS A PROGRAM FOR INTERVENTIONS RELATED Student TO DRUG AND TOBACCO USE IN 1986 IT WAS EXPANDED TO INCLUDE Assistance INTERVENTIONS RELATED TO SUICIDALITY 1988 THE FIRST PILOTS FOR THE PROGRAM Program? BEGIN IN ELEMENTARY SCHOOLS 1990 REQUIRED TO HAVE SAP IN ALL SCHOOL DISTRICTS
Student Assistance Program Student Assistance in Westmoreland County before: ➢ Screening model Overview ➢ Multiple liaison agencies ➢ ➢ Tracking by SAP Teams More building specific ➢ Connection to services ➢ Follow through ➢ ➢ Family Engagement Child focused ➢ Focused on specific services ➢
Dependent on counselors Students in need Seeking • Specialized services Changes • In need of resources • Reducing barriers Crisis Response
School District Implementation Role of Administrative counselors/building Procedural clarity understanding trust in the process and providers HIPAA/FERPA/School Crisis response board policy
Assessment vs. Screener Enhanced sap/Assessment Screener model model Limited family engagement Families input in some way Recommendations given over the Recommendations discussed with phone and limited referrals families and referrals completed at completed the time of assessment Liaisons shared multiple districts Liaisons are dedicated to one and were limited in availability district or shared between two – at least 2 days per week Crisis piece limited Access to DCORT
Assessment Model What does Integrated into the SAP look like district now? Includes Crisis
SAP Liaisons Additional 17 Liaisons and 17 Master’s Level trainings for districts crisis/DCORT Dedicated to one Work in the Provide resources district or shared schools they are and training to between two assigned to teams
Assessment Diagnostic Assessment • Includes symptoms, drug and alcohol use and history, medical history, legal history, family composition Parental buy-in based on relationships • Systemic thinking Allows for more of a “big picture” to determine appropriate levels of care for families Liaisons can have more conversations with families about their needs as a whole unit Assessment allows them to be opened to case management services at that time
The assessment recommendations are Allows for discussions given at the time of about how to navigate assessment and the system discussed with the parent/guardian Assessment & Recommendations Liaisons can complete referrals to certain Liaisons help families with services on the spot to insurance alleviate the parents questions/applications from filling out paperwork on their own
Assessment/SAP Follow-Up Liaisons reach out • Check- in on if they’ve reviewed services or to do a 5-day made appointments or need additional help follow up • Were they linked with a service? 30-day follow-up • Recording what services they were linked to Follow-up calls • 60, 90, 120 days to ensure continuity of care every 30 days after • Offer additional resources if needed
Eliminate barriers to get help Standing Open relationships dialogue Student with the between districts for districts and ongoing behavioral support health Assistance Program Create a Results Educated and structure to trained in a manage crisis model of crisis events Systems in place have ethical standards and clearances
A Critical Incident is any event that generates Critical such an intense emotional energy that it overwhelms an individual or group ability to Incidents cope and causes impairment both in work and personal activities. (The ripple effect)
Suicides Car accidents Shoot shootings Examples of School threats Critical Community shootings Incidents: Medical issues, loss of life at a young age Line of death duty Any multi casualty incident Events with excessive media interest
Phases of Aftermath Heroic Honeymoon Disillusionment Reconstruction
What to say What not to say First Response: Handling media Handling staff Crisis team stays neutral
CRISIS Target INTERVENTION TARGETS THE RESPONSE, NOT THE EVENT.
Trust Key issues in a critical Authority incident response Structure
Trauma and “To allow oneself to be carried away by a multitude of conflicting concerns, to surrender to too many demands, to commit oneself to too Vicarious many projects, to want to help everyone in everything, is to succumb to violence. Frenzy Trauma destroys our capacity for peace, it destroys the fruitfulness of our work because it kills the inner wisdom which makes work fruitful.” Thomas Merton
The most malignant aspect of trauma and vicarious trauma is the loss of a sense of Trauma and meaning for one’s life, a loss of hope and idealism, a loss of connection with others, and Vicarious a devaluating of awareness of one’s experience. Trauma The Trauma story must be told: When we bury feelings, we bury them alive
We discovered that it is necessary to have a system in place so we can seamlessly integrate into schools with our crisis teams. Integration Lessons Learned: All CISM team Schools need members Handoff to Training and Central Assignments a quick and should speak districts/other exercises are command is of visiting structured the same continuity of essential essential teams response language care (modality)
Data system to include: Team credentials Team clearances Integration Team training and experience continued Code of ethics Expectations of team — modality, command check in, debriefings Target, Type, Timing, Theme, Team
7 Phase CISD: Introduction Fact Phase What does a Thought Phase response look Reaction Phase like Symptom Phase Teaching Phase Re-entry Phase
Express condolences to the group/introductions Brief statement: Why we are here, what happened, purpose of the group. Many people believe that they should be fine once the funeral is over. In reality, they suffer long after the funeral. There is much unfinished Introduction: business and unresolved questions and strong feeling to contend with. Confidentiality Leave rank at the door, not a critique or investigation
Who are you? What was your role and exposure to the event? What happened from your viewpoint? Fact Phase How did you become aware of the event? What did you do shortly after you heard the news?
What were your first most prominent thoughts? Any particularly painful thoughts that struck you after you heard the news? Thought Phase Any persistent thoughts that were associated to the event? What thoughts have been on your mind most since the event?
Reaction Phase What was the What are you worst part of the having the most event from your difficulty with perspective? now?
Symptom Phase What signals of distress have you been experiencing since the event? What seems to make your feelings worse? What seems to help you the most? What do you think you need now? What do you think will help the group the most?
Acknowledge, validate and normalize feelings expressed? Any lessons learned? Discuss grief process, what to expect. Teaching Suggest things that others have found helpful in managing grief, frustration, anger and other feelings? Phase Provide Handouts. Need for exercise, food, rest, self care. Talk to trusted people Re-establish routines
Summarize the loose ends. (Any other issues to bring up) Help establish plan of action Summarize key points Re-Entry Thank, acknowledge, validate, reassure and encourage the participants Let them know how to contact additional services if they should need support Announce one on one availability
25 deployments to school systems 2018/2019 academic year 9 deployments so far 2019/2020 school year Data
2018-2019 SY 677 students An additional 1030 Statistics – 1721 referrals linked with a 73 were assessments to SAP service at 30 already linked completed days when referred Proof Enhanced SAP Works More assessments and referrals each year
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